The Dutch Black School: They Are Not Us

Lammert de Jong – Being Dutch. More or less. In a comparative Perspective of USA and Caribbean Practices Rozenberg Publishers 2010. ISBN 978 90 3610 210 0 – The complete book will be online soon. 

‘An Inconvenient Truth’
In the Netherlands, black’ is not black; it is ‘non-western’, including Moroccan, Turkish, and people of Caribbean origin, lumped together as allochtons. In government statistics, schools with more than 70% allochton pupils are generally classified as a black school; schools with less than 20% allochton pupils are graded as white. The black school concept is also used in relation to the surrounding neighborhood. Schools with more pupils of non-western origin than expected in view of the composition of the neighborhood are labeled blacker or, in the case of an over-representation of white pupils, whiter. A deviation of 20% or more between neighborhood and school population classifies a school as too white or too black (Forum, 2007). The number of primary schools with more than 70% allochton pupils is increasing; in Dutch nomenclature: the schools are becoming blacker.

The Dutch black school is a perfidious contraption that locks in children of non-western origin, while its black label flags an underlying apartheid syndrome to underscore for the True Dutch – intentionally or not – how different these allochtons are. Yet the black school touches an open nerve in the Netherlands, a sensitive reality that surpasses its statistical definition. On the one hand the black school reeks of apartheid, which the Dutch so bravely contest when occurring elsewhere in the world. On the other hand the True Dutch are well aware that their entitlement and unencumbered access to white schools is at stake when school segregation is tackled in earnest. So far Dutch counteraction is limited to research and some experimental desegregation projects.

The Dutch black school is embedded in the particular Dutch school system that funds public-secular as well as private-denominational schools. Once, the Dutch school system was driven by the accommodation of different beliefs. On the strength of their belief – church-religion or secular ideology – parents wanted a school for their children that adhered to the values, doctrines, and rules of their faith, and paid for by the state. [Note: In 2009 the Netherlands’ Council of State pointed out that publicly financed orthodox religion-based schools may refuse teachers who identify with a particular gay life style. The fact that a teacher is gay is not sufficient to deny a position, but if he or she is in a same sex relation and married in church or city hall, that may suffice, as such contravenes the orthodox rule that marriage is a holy sacrament between one man and one woman]

Denominational and non-religious schools emphasized particularity, a distinctiveness that corresponded with religious doctrines or ideological orientations. The principle of Freedom of Education (Onderwijsvrijheid) is enshrined in the Netherlands Constitution, art. 23. Over the years parents have come to believe that they are entitled to choose a specific school for their children, which is a travesty of the freedom to choose a particular type of school, based on denominational or secular definition.

Dutch politics wavers when coming to grips with the effects the black school brings – quite literally – home. Most parents don’t set out intending to discriminate, which makes a noble difference, and legally enforced segregation is not on the books. Nonetheless a segregated white-black educational system has become a reality, with most True Dutch children in better schools and having better school careers, and children of allochtons at the other end. And that with long lasting effects after the school years have come to an end. This type of school segregation stigmatizes New Dutch children for life, while reinforcing an allochton footprint that will divide the nation for years to come. Although most political parties assert that integration is the major social issue of our time, they fail to confront the black school with a sense of urgency. Dutch politics still has to acknowledge that the black school emblematizes the allochton population in the Netherlands with an explicit signature: They are not Us.

Black schools are a common feature in most major Dutch cities. So far the black school does not stand out in Dutch politics as a problem that must be solved urgently by law, regulation or in the courts. The black school seems more of an inconvenient truth than a critical social or political issue. To an outsider this must be surprising, given that the Netherlands is known for its rock-solid liberal reputation. How come then that the Netherlands has become a segregated nation? And do they discriminate against people of color? Do the Dutch not know how to handle the ethnic complexities of today’s multi-cultural society? Or is it a lack of compassion for those who do not belong to the white Dutch tribe: Discrimination or not, my children first. Or is it merely a matter of social-economic stratification, a distinction between advantaged and disadvantaged children, so that the Dutch black school is just a myth (Vink, 2010)?

Read more

Bookmark and Share

Being Human: Relationships And You ~ A Social Psychological Analysis – Preface & Contents

Preface
This book represents a new look at social psychology and relationships for the discerning reader and university student. The title of the book argues forcefully that the very nature of being human is defined by our relationships with others, our lovers, family, and our functional or dysfunctional interactions.

Written in easy to follow logical progression the volume covers all major topical areas of social psychology, with results of empirical research of the most recent years included. A common project between American and European social psychologists the book seeks to build a bridge between research findings in both regions of the world. In doing so the interpretations of the research takes a critical stand toward dysfunction in modern societies, and in particular the consequences of endless war and repression.

Including topics as varied as an overview of the theoretical domains of social psychology and recent research on morality, justice and the law, the book promises a stimulating introduction to contemporary views of what it means to be human.
A major emphasis of the book is the effect of culture in all major topical areas of social psychology including conceptions of the self, attraction, relationships and love, social cognition, attitude formation and behavior, influences of group membership, social influence, persuasion, hostile images, aggression and altruism, and moral behavior.

Table of contents

Introduction
1. The Theoretical Domain and Methods of Social Psychology
2. Cultural and Social Dimensions of the Self
3. Attraction and Relationships: The Journey from Initial Attachments to Romantic Love
4. Social Cognition: How We Think about the Social World
5. Attitude Formation and Behavior
6. The Influences of Group Membership
7. Processes of Social Influence: Conformity, Compliance and Obedience
8. Persuasion
9. Hostile Inter-group Behavior: Prejudice, Stereotypes, and Discrimination
10. Aggression: The Common Thread of Humanity
11. Altruism and Prosocial Behavior
12. Morality: Competition, Justice and Cooperation
References

ISBN 978 90 5170 994 0 – NUR 770 – Rozenberg Publishers – 2008

“Therefore this reading has a rare and valuable feature, that of making a link between American and European social psychology: “Being human: Relationships and you” is an excellent example of how the two lines of thought are actually articulated…it is clearly written, using a professional yet assessable language and therefore easy to read by even the non-specialist public…always pointing to the fact that social psychology is not “just a science” but it deals with issues that constitute the substance of our existence as humans”.

Bookmark and Share

Being Human: Relationships And You. A Social Psychological Analysis ~ Introduction

The roots of Psychology are international, but so is psychology. A major figure in the history of psychology was the Russian physiologist Ivan Pavlov. The premier pioneer in the study of childhood development was the Swiss biologist Jean Piaget. The father of the psychoanalytic movement was an Austrian medical doctor Sigmund Freud. Modern European social psychology has made major contributions, for example in the field of social categorization theory. Henri Tajfel and his collaborators made signal contributions to the understanding of group behavior during his tenure at Bristol University, as did collaborators from other European countries.

However, Moghaddam (1987; 1990) described the United States as the “superpower” of academic psychology. In support of this claim he cites the volume of resources available to American scholars. Other observers have also described the US as the major source of academic social psychology, and the “center of gravity” for professional development (Bond, 1988). It would not be inaccurate to state that the vast majority of social psychological research is conducted in North American settings, including Canada. This might therefore be described as the “first world” of social psychology in terms of production and influence on the world scene.

Europe, with Great Britain and France leading in social psychological research, may be considered the second world of social psychology. Generally the university settings are smaller, and funds available not as large as those in the US, but social psychologists in Europe have made distinctive contributions of their own in the development of theory. In particular European scholars give more attention to intergroup behavior (e.g. Doise, Csepeli, Dann, Gouge, Larsen, & Ostelli, 1972), and the wider social context like social structure, and culture (e.g. ideology) (Jaspars, 1980; Doise, 1986). European and some American colleagues tend to criticize American scholars as being too individualistic (e.g. Sampson, 1977) and culture-blind in their orientation, having mainly developed theories that reflect the salient values, goals and issues of the United States that may not be equally valid in other societies, and neglecting other social phenomena like minority influence and social change (Moscovici, 1972).

European social psychologists have developed unique laboratory methodology, the minimal group situation to study the effects of social categorization on intergroup relations (Tajfel, Flament, Billig, & Bundy, 1971), along with observation studies of how people communicate attitudes in natural settings and create shared social representations (Potter and Wetherell, 1987; Van Dijk, 1987; Moscovici, 1981).

The third world of social psychology is found in the developing nations. Psychology in these countries is greatly hampered by lack of funding, and therefore has to rely to a large extent on psychology developed in other countries and cultural settings. There are many problems in these countries, which could benefit from a mature research based social psychology. The social problems of developing countries are to some extent distinctive as they involve issues of poverty, ethnic conflict, and lifestyles very different from the urban lives of the western world (see e.g. Kim, Yang and Hwang, 2006).

In the future we must look to the development of social psychology from all three worlds. There is much in the human experience that we have in common. We are all born into the world as dependent beings, all have to face developmental tasks, including forming families, and finding our social niche. We all face the great existential issues including the transitory nature of life. World psychology can provide insights that are helpful to all societies on these and other problems we all face. There are also specific problems unique to each society and culture. This is where the third world must make its contributions based on patient theoretical development, and empirical research. Reliable and valid empirical findings are superior to any armchair theorizing, regardless of the quality of the theoretical ideas. Only by empirical means can we eventually develop a significant world social psychology. Such a social psychology would describe the processes of social relations, thinking and social influence which would be common to all human beings. May this book be a step toward that noble quest, and stimulate the next generation of students, scholars, and all those interested in the field.

 

Bookmark and Share

Being Human. Chapter 1: The Theoretical Domain And Methods Of Social Psychology

Social psychological thinking is ancient, but the science described in these pages is modern. There are those who would say “there is nothing new under the sun”. It is true that we owe a great deal to philosophers like Aristotle, Socrates, Plato and many others, who thought about society, and made astute observations. Later scholars however have since put many of these early ideas, to the empirical test. We all have a cultural heritage to which we are indebted for many contemporary ideas.

However, social psychology as a separate field commenced with the publication of two books at the beginning of the twentieth century. William McDougall was the author of An introduction of Social Psychology published in 1908, and in the same year E.A. Ross published Social Psychology: An outline and source book. McDougall was a psychologist and Ross a sociologist, so it’s right to say that these two fields were the parents of social psychology. In fact, typically social psychology is taught in both fields, but with a somewhat different emphasis.

The major issue confronting those early thinkers was how the influence of others affects our behavior. Social psychology often reflects salient concerns in history, a fact that is easily ascertained by examining the major research topics in a given time period. In the early years of the twentieth century, the French revolution was still in the mind of many social thinkers and therefore social psychology placed an emphasis on such questions as why people behave less rationally in crowds. Le Bon said in affect “as individuals people are civilized, in crowds they are barbarians” (Larsen, 1977, p.iix).

Does the environment cause behavior; for example are some cultures more aggressive and war like than others? (Chagnon, 1997). McDougall felt that social behavior could be explained by social instincts, and therefore favored the “nature” explanation. In turn McDougall was influenced by Charles Darwin whose evolutionary theory proposed that the explanation of behavior is found in its contribution to survival. Others, however, suggested that we learn to behave in altruistic or aggressive ways through imitation of others and by the power of suggestion. For example, William James (1890), another influential pioneer, believed that the primary explanation for social behavior is “habit”; we learn our social behavior through repetition, thus emphasizing “nurture”. John Dewey (1922), another early thinker in social psychology, advanced the idea of the environment as a determinant and emphasized situational influences on behavior. These varying ideas contributed directly to the dominant theories which today influence and direct social psychological research and concepts.

1. Theories in social psychology
These early thinkers proposed major all embracing concepts in turn advocated as explaining all social behavior (Allport, 1985). For example, some proposed that hedonism (pleasure seeking) explain all that we do? Other thinkers suggested that we understand human behavior simply as a function of imitation or instincts. This emphasis on all embracing concepts, introduced the problem of “nominalism” into psychology. Do we really understand more by just labeling behavior? Eventually, social psychologists recognized the inadequacy of all encompassing principles and began the development of theories based on the scientific method.

What defines social psychology as a discipline? Allport (1985) suggested that social psychology is “an attempt to understand and explain how thought, feeling, and behavior of individuals are influenced by the actual, imagined, or implied presence of others” (p.3). In other words, social psychology is the scientific study of social cognition (how people think about each other), how people are influenced by the behavior of others (for example conformity processes), and how they relate to each other through cooperation or aggression.

Some scholars distinguish between a psychological and a sociological version of the discipline (see Hewstone & Manstead, 1995). The latter is said to address more explicitly the interface between the individual and the wider social structure. We think this is an unnecessary and outdated distinction. In fact, Allport also added to his definition that “The term ‘implied presence’ refers to the many activities the person carries out because of his position (role) in a complex social structure and because of his membership in a cultural group”. (Allport, 1985, p. 3). Hence, we agree with Jones (1985) that social psychology is “an excellent candidate for an interdisciplinary field” (p.47). The present book seeks to realize this standpoint. This rationale suggests that the definition of social psychology may be found in the major explanations it has produced of social behavior. This effort resulted in four major theories within psychology, and several within sociology and related social sciences. Read more

Bookmark and Share

Being Human. Chapter 2. Cultural And Social Dimensions Of The Self

A group of international students is sitting around the dinner table discussing the television menu for the evening. A Norwegian woman student says, “let’s watch the soap, exciting things are happening to the relationships in the show”. A student from Asia disagrees since soaps “show disrespect for social values and relationships”. Someone from the States suggests watching a boxing match since that “demonstrates personal courage and achievement of the up and coming athletes”. The Asian student replies that rather than boxing, watching a team sport like soccer is more interesting. Another supporter of the soap option however, suggests that soap dramas are much more exciting as they deal with relationships, and “that is all there really is to life”.

Cultural and gender stereotypes that are parodied above are addressed in this chapter. Our social selves are partially defined by gender and cultural values, and much else. How do we come to be who we are? How is the self formed and what function does it play in the psychological economy of the individual? Are we motivated to behave in certain ways depending on our social selves? What is the route to well-being; does it help to have illusions about life? Why do we spend so much time and effort trying to impress others, and is impression management adaptable? These and many other issues are discussed in this chapter.

Who we are and where we come from has engaged the attention of philosophers and psychologists for generations. In more recent times the methods of experimental social psychology have been employed in the quest to understand the self and its dominant attributes. The self is defined as a set of beliefs we hold about our attributes and ourselves. We think of ourselves in terms of important personal characteristics like our career choice, our level of competence, and our plans for the future. The latter defines our possible selves. The continuity we feel in life is due to the self-concept. Similarity in personality with siblings, and especially identical twins, is based on common biological heritability that also contributes to self-hood.

Everything important about our lives, our family relationships, our development, the cultural and social context of our lives, all contribute to the topic of this chapter. Self-knowledge provides direction and order in our lives. Since we all fall short in goal attainment, there is a balance between flaws and self-efficacy. These discrepancies directly impact how we feel about ourselves, our self-esteem. Since feelings of self-esteem are also bound up with how others think about us, we perform in the great theater that is life, playing out roles of self-presentation. We want to convince others of our positive qualities and therefore have strong motives to manage the impression we make. We know how to react appropriately to varying situational demands because culture creates the parameters of appropriate conduct. Read more

Bookmark and Share

Being Human. Chapter 3: Attraction And Relationships: The Journey From Initial Attachments To Romantic Love

Many years ago two boys were walking home from school. They were seven years old, lived in the same neighborhood, but went to different grade schools. Although living close to each other they had not met before running into each other on this day on the road leading up the hill to their neighborhood. Both seemed quite determined to assert themselves that day, and soon they began pushing each other that gradually turned to wrestling, and attempts to dominate. After what seemed hours, the two little boys were still rolling down the surrounding hills as the sun was going down. Neither succeeded in achieving victory that day. In fact, they never again exchanged blows but became the best of friends. Today it is more than 50 years later, and their friendship has endured time and distance. Friendship is like a rusty coin; all you need to do is polish it at times!

In this essay we shall examine the research on attachment, attraction and relationships. The intrinsic interest in these fields by most people is shared by social psychologists, and attachment, attraction, and love relationships constitute one of the most prolific areas of investigation in social psychology. The early attachment theory advanced by Bowlby (1982) emphasized the importance of the field when he suggested that our attachments to parents to a large extent shape all succeeding relationships in the future. Other research focus on exchange and communal relationships and point to the different ways we have of relating to each other. The importance of relationships cannot be overemphasized since we as humans have a fundamental need to belong. Relationships also contribute to the social self as discussed in the book, and effects social cognition discussed in the same (see: at the end of this article). The variables that determine attraction may be understood theoretically as functions of a reward perspective.

The importance of relationships is demonstrated by findings that show that among all age groups relationships are considered essential to happiness (Berscheid, 1985; Berscheid & Reis, 1998). The absence of close relationships makes the individual feel worthless, powerless, and alienated (Baumeister & Leary, 1995; Stroebe & Stroebe, 1996). Our very humanity is defined by our relationships (Bersheid & Regan, 2005).

1. Attachment: The start to relationships
This chapter is about the development of attachment, intimate relationships between adults, and the road leading toward love relationships. No greater love has a person than giving his life for another. This idea from the Bible brings to mind the passion of deep commitment and the willingness to sacrifice, even in the ultimate sense. This willingness to sacrifice is one manifestation of love, but as we all know there is much more to relationships and love. Read more

Bookmark and Share

  • About

    Rozenberg Quarterly aims to be a platform for academics, scientists, journalists, authors and artists, in order to offer background information and scholarly reflections that contribute to mutual understanding and dialogue in a seemingly divided world. By offering this platform, the Quarterly wants to be part of the public debate because we believe mutual understanding and the acceptance of diversity are vital conditions for universal progress. Read more...
  • Support

    Rozenberg Quarterly does not receive subsidies or grants of any kind, which is why your financial support in maintaining, expanding and keeping the site running is always welcome. You may donate any amount you wish and all donations go toward maintaining and expanding this website.

    10 euro donation:

    20 euro donation:

    Or donate any amount you like:

    Or:
    ABN AMRO Bank
    Rozenberg Publishers
    IBAN NL65 ABNA 0566 4783 23
    BIC ABNANL2A
    reference: Rozenberg Quarterly

    If you have any questions or would like more information, please see our About page or contact us: info@rozenbergquarterly.com
  • Like us on Facebook

  • Follow us on Twitter

  • Archives